English Foundation YearSatisfactory

2014 Edition Page 1 of 16

Work sample portfolio summary

WORK SAMPLE PORTFOLIO

Annotated work sample portfolios are provided to support implementation of the Foundation – Year 10 Australian

Curriculum.

Each portfolio is an example of evidence of student learning in relation to the achievement standard. Three portfolios

are available for each achievement standard, illustrating satisfactory, above satisfactory and below satisfactory

student achievement. The set of portfolios assists teachers to make on-balance judgements about the quality of their

students’ achievement.

Each portfolio comprises a collection of students’ work drawn from a range of assessment tasks. There is no pre-

determined number of student work samples in a portfolio, nor are they sequenced in any particular order. Each work

sample in the portfolio may vary in terms of how much student time was involved in undertaking the task or the degree of

support provided by the teacher. The portfolios comprise authentic samples of student work and may contain errors such

as spelling mistakes and other inaccuracies. Opinions expressed in student work are those of the student.

The portfolios have been selected, annotated and reviewed by classroom teachers and other curriculum experts. The

portfolios will be reviewed over time.

ACARA acknowledges the contribution of Australian teachers in the development of these work sample portfolios.

THIS PORTFOLIO: FOUNDATION YEAR ENGLISH

This portfolio provides the following student work samples:

Sample 1 Presentation: Guess my character

Sample 2 Text response: Barty’s Hat

Sample 3 Reading aloud: Dad’s Present

Sample 4 Prediction: The Three Robbers

Sample 5 Writing sounds and letters

Sample 6 Retell: Mrs Wishy Washy

Sample 7 Participating in group talk: Going to the doctors

This portfolio of student work includes responses to a variety of texts and the development of a range of written and

oral texts (WS1, WS2, WS3, WS4, WS6, WS7) and recognises that texts can reflect personal experiences and evoke

an emotional response (WS1, WS2, WS3, WS4, WS6, WS7). The student uses a growing knowledge of concepts

about print and some known sight words and sound-letter correspondences to write imaginative and informative

texts (WS2, WS3, WS4, WS5, WS6). The student listens to others and uses appropriate language to participate in

small group discussions and makes presentations to the class (WS1, WS4, WS6).

COPYRIGHTStudent work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, you may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or for the non-commercial educational purposes of your organisation, provided that you retain this copyright notice. For the avoidance of doubt, this means that you cannot edit, modify or adapt any of these materials and you cannot sub-license any of these materials to others. Apart from any uses permitted under the Copyright Act 1968 (Cth), and those explicitly granted above, all other rights are reserved by ACARA. For further information, refer to (http://www.australiancurriculum.edu.au/Home/copyright).

English Foundation YearSatisfactory

Work sample 1

2014 Edition Page 2 of 16

Presentation: Guess my character

Foundation Year English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)

Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.

In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Summary of task

The class discussed how to develop clues about a character in a text so others could guess the character. The

students were asked to select a text they liked. They then were asked to select a character and think of some clues

that they could present to the class. The students were allowed to dress up as the character.

Work sample 1

English Foundation YearSatisfactory

2014 Edition

CopyrightStudent work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

Page 3 of 16

Presentation: Guess my character

Annotations

English Foundation YearSatisfactory

2014 Edition Page 4 of 16

Text response: Barty’s Hat

Foundation Year English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)

Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.

In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Summary of task

Students listened to the story Barty’s Scarf by Sally Chambers. Students were asked to write and illustrate a new

narrative called Barty’s Hat based on the text to relate a new ‘Barty’ adventure. Students were provided with a

framework to assist with text structure.

Work sample 2

English Foundation YearSatisfactory

2014 Edition Page 5 of 16

CopyrightStudent work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

AnnotationsCreates a simple multimodal text to tell a story about a familiar character.

Sequences ideas using beginning, middle (problem) and end structure.

Provides detail about character, setting and events in drawings to support a written text.

Uses concepts about print including directionality, spaces between words and return sweep when writing.

Uses knowledge of letters and sounds to write words, for example, ‘hid’ [heard], ‘san’ [sound].

Writes simple sentences, for example, ‘Barty the hip [sheep] qad [had] a hat’.

Experiments with full stops as sentence boundary punctuation.

Forms known upper- and lower-case letters correctly.

Spells some frequently used words correctly, for example, ‘the’, ‘he’, ‘it’.

Text response: Barty’s Hat

Work sample 2

English Foundation YearSatisfactory

2014 Edition Page 6 of 16

Reading aloud: Dad’s Present

Foundation Year English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)

Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.

In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Summary of task

Students were asked to read a text at their independent reading level. Before reading, the student made some

predictions based on the illustrations in the text and their previous experiences.

Work sample 3

English Foundation YearSatisfactory

2014 Edition

CopyrightStudent work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

Page 7 of 16

Reading aloud: Dad’s Present

Annotations

Dad’s Present used by kind permission of Nelson Cengage Learning.

Work sample 3

English Foundation YearSatisfactory

2014 Edition Page 8 of 16

Prediction: The Three Robbers

Foundation Year English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)

Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.

In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Summary of task

Students were shown the cover of the text The Three Robbers by Toni Ungerer. Students were asked to predict

what might happen in the text and to record their prediction in drawing and writing. They were asked to explain their

prediction.

Work sample 4

English Foundation YearSatisfactory

2014 Edition Page 9 of 16

CopyrightStudent work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

Annotations

Creates a detailed illustration to represent a prediction about what might happen in a text.

Demonstrates control over directionality, uses spaces between words and takes a new line when required.

Forms most lower-case letters correctly.

Writes frequently used words correctly, for example, ‘because’, ‘most’.

Attempts to spell words using sound and letter knowledge.

Gives a reason to support the prediction using experiences from other texts.

Uses a full stop to signal the end of the message.

Prediction: The Three Robbers

Work sample 4

English Foundation YearSatisfactory

2014 Edition

CopyrightStudent work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

Page 10 of 16

Annotations

Prediction: The Three Robbers

Work sample 4

English Foundation YearSatisfactory

2014 Edition Page 11 of 16

Work sample 5

Writing sounds and letters

Foundation Year English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)

Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.

In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Summary of task

Students were asked to write words spoken by the teacher using their knowledge of sound-letter matches and

rhyming.

English Foundation YearSatisfactory

2014 Edition

CopyrightStudent work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

Page 12 of 16

Writing sounds and letters

Annotations

Work sample 5

English Foundation YearSatisfactory

2014 Edition Page 13 of 16

Retell: Mrs Wishy Washy

Foundation Year English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)

By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)

Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.

In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Summary of task

Students listened to the story Mrs Wishy Washy by Elizabeth Fuller. They were asked to retell the story in pictures and

words. They were given a three-part text scaffold to assist with text structure and sequence.

Work sample 6

English Foundation YearSatisfactory

2014 Edition Page 14 of 16

CopyrightStudent work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

AnnotationsCreates a short sequenced text to retell a story using beginning, middle, end story structure.

Uses knowledge of concepts of print, directionality and spaces between words when writing.

Attempts words using knowledge of letters and sounds, for example, ‘Jaupud’ [jumped], waiey’ [washy].

Writes some letters using correct letter formation.

Uses accurate simple sentences to record ideas.

Uses illustrations to add further information to message, for example, represents actions of four characters in an illustration.

Spells some high-frequency words accurately, for example, ‘they’, ‘all’, ‘in’.

Retell: Mrs Wishy Washy

Work sample 6

English Foundation YearSatisfactory

2014 Edition Page 15 of 16

Work sample 7

Participating in group talk: Going to the doctors

Foundation Year English achievement standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Receptive modes (listening, reading and viewing)By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.

In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Summary of task

The students participated in a small group discussion about a new text. The discussion was led by the class teacher.

The students were asked to identify the type of text and identify the kind of images that are in the text. The students

were encouraged to draw on their background knowledge and relate the text to their own experiences.

English Foundation YearSatisfactory

2014 Edition

CopyrightStudent work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

Page 16 of 16

Work sample 7

Annotations

Participating in group talk: Going to the doctors

Annotations (Overview)Responds actively in small group discussion on a new topic.